IDAHO STATE LANGUAGE ARTS/COMMUNICATIONS STANDARDS

IDAHO LANGUAGE ARTS/COMMUNICATION PERFORMANCE STANDARDS GRADE 8

(DRAFT I)

NOTE: The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

I. READING *Rationale: Students read a variety of grade level* materials and apply strategies appropriate to various situations.**
Standard – The student will:	Content Knowledge and Skills:	Samples of Applications:
01. Read a variety of traditional and electronic materials for information and understanding.	a. Use decoding strategies and other visual information to fluently read grade-level text. graphophonic sources (letter/sound) semantic sources (meaning/associations) lexical sources (word knowledge) syntactic sources (structure of written language) text elements (graphic elements, illustrations, titles/subtitles)	i. Use phonic knowledge to decode unknown words. ii. Use context clues to determine word identification and meaning. iii. Use knowledge of roots, affixes, contractions, compound words, and possessives to determine word meaning. iv. Use such punctuation as periods, commas, quotation marks, and semicolons as markers of meaning. v. Read illustrations and captions to assist comprehension.
	b. Search purposefully for particular information: identify literal and inferential meanings search own background information to make meaning of text passages search for most important information based on purpose for reading search for information about characters and setting to understand plot development in narratives search for expository text structures such as cause/effect, chronological, problem/solution, and classification to understand text	i. Use idioms, personifications, analogies, metaphors, and similes to comprehend literal and figurative meanings of words, phrases, and extended text. ii. Connect information throughout text to make inferences. iii. Use quick-writes to purposefully remember prior knowledge about topic of the reading passage. iv. Highlight or take notes about important information and key words read. v. Describe character traits and importance to plot. Discuss how the setting influences the plot. vi. Purposefully select a graphic organizer suited to organizing information written in a specific text structure. (Use a Venn diagram to organize information to compare and contrast text information.)
	c. Predict alternatives or probabilities in text on basis of prior knowledge and information within text. synthesize information from text to anticipate outcomes. use connections between text-to-text, text-to-self, and text-to-world to anticipate new text.	i. After reading grade-level text, discuss and explain understanding of key concepts. ii. Analyze style of genre to better understand text. iii. Analyze changes in predictions throughout reading of text. iv. Pause in reading to purposefully recall information and experiences relevant to what is being read.
	d. Reconsider a response against more than one source of information from grade-level text.	i. Consider whether information from text matches reader’s personal experiences and/or knowledge of the topic. ii. Pause when reading to compare running text with graphic information. iii. Consider graphophonic information and meaning to accurately decode challenging vocabulary.
	e. Confirm or self-correct predictions in response to grade-level text.	i. Question self to determine if meaning is being made. ii. Use such fix-up strategies when meaning is unclear as rereading, reading ahead, asking questions of the text, and retelling what has happened so far.
	f. Identify literary devices: mood tone style figurative language	i. Articulate personal felling or emotional reactions worked from reading a selection. ii. Compare and contrast tones of various selections. iii. Examine and discuss different author's style. iv. Locate and discuss uses of figurative language, such as similes, metaphors, and personification, in a selection.
02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.	a. Define characteristics of the following literary forms and genres: fiction and nonfiction, including novel, short story, poetry, biography, plays, essays, and reference material.	i. Explain how a particular literary form contributes to the description of human experience described within text. ii. Compare and contrast pieces with a common theme and of the same genre. iii. Compare and contrast pieces with a common theme but of a different genre.
	b. Activate and draw upon own experiences to connect to reading selections.	i. Free write to purposefully remember personal experiences that relate to the topic of the text read. ii. Compare and contrast own experiences with those described in text.
	c. Identify social, cultural and/or historical significance of various types of text.	i. Discuss the following characteristics of grade-level literature which determine significance: language patterns context history ii. Find vocabulary within text that reflects the historical period as well as evidence of social issues. iii. Identify universal themes of text.

	d. Identify how an author uses language and literary devices to evoke a response in a reader: style format structure point of view	i. Analyze two or more authors’ styles. Write a paragraph that imitates one author’s style. Incorporate similar sentence structure, language, descriptions, and/or introductory words. ii. Analyze how an author’s choice of words influences the mood of the text. iii. Explain how an author’s point of view influences plot development. iv. Explain how an author uses flashback, foreshadowing, and point of view to develop plot.
	e. Explain how reading can provide enrichment and information as well as serve as a tool for lifelong learning.	i. Create a classroom list of specific purposes for which readers use text. For one week, keep journal of times and purposes for reading. Graph data. ii. Relate new information from a text to experience and explain how new information affects life experiences and/or perspective.
03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.	a. Identify author’s purpose and describe how language, setting, and information support that purpose in literary text.	i. Relate new pieces of literature to previously-read pieces with similar purposes. ii. Analyze how the story’s setting affects author’s purpose. iii. Analyze information within a literary piece that is critical for developing an author’s purpose. iv. Determine purposes such as to entertain, persuade, inform, or distinguish among literary examples of each as well as those with mixed purposes.
	b. Analyze literary text for the following elements. characters setting plot structure theme conflict resolution symbolism	i. Identify, analyze, and evaluate character roles and motivation. ii. Analyze and evaluate connections between plot, setting, and characters. iii. Identify and connect plot and characters to examples of foreshadowing and flashback. iv. Analyze and evaluate how conflict drives the plot and affects characters. v. Draw inferences from text to identify theme, draw conclusions, and make predictions. vi. Discuss and analyze conflict resolution. vii. Identify and interpret examples of concrete and abstract symbols.
	c. Compare and contrast information from multiple sources.	i. Use multiple sources to verify or contradict information. Evaluate the best source for accurate information. ii. Evaluate text information in relationship to reader’s background knowledge. iii. Identify and analyze explanations for discrepancies among sources. iv. Compare and contrast tales from different cultures by tracing exploits of one character type and developing theories to account for similar tales in diverse cultures. v. Evaluate text information to identify bias.
	d. Use personal or objective criteria to do the following: draw conclusions make inferences determine meanings form opinions make judgments	i. Justify opinions and judgments about fiction and non-fiction. ii. Justify conclusions by using textual inferences. iii. Explain personal experiences that inform inferences about text. iv. Understand terms and concepts defined through quotations, anecdotes, and footnotes. Make connections with text-to-text, text-to-self, and text-to-world.
	e. Distinguish between fact and opinion and identify cause and effect relationships within expository text.	i. Identify and analyze facts and opinions within editorials and songs. ii. Analyze grade-level content area text to identify causes and effects.
04. Read to locate information from a variety of traditional, technical, and electronic sources.	a. Use questions to guide reading: identify type of information required to answer a specific question. independently select resources for answering questions. read for purpose of answering specific questions.	i. Determine whether a question is asking "who," "what," "when," "where," or "why" information. ii. Skim text to preview its usefulness in providing desired information. iii. Access and gather information from textbooks, encyclopedias, atlases, periodicals, electronic media, and primary sources. iv. Vary reading rate by scanning for key words or important information and slowing to comprehend challenging text.
	b. Use knowledge of common patterns of factual texts to enhance comprehension: description main idea/supporting details comparison/contrast chronological order cause/effect process	i. Use graphic organizer or note-taking format suited to pattern of text: outline list web Venn diagram timeline chart/table sketch/diagram ii. Use knowledge of how text defines concepts or terms: examples/non-examples, dictionary definitions, comparisons, quotations, anecdotes, footnotes, and visual information.
	c. Synthesize what has been read: identify main idea and supporting details. identify important information, patterns, and themes. connect new information with prior knowledge to enhance understanding and memory. ask new questions. use prior knowledge and text information to draw conclusions, make critical judgments, and form unique interpretations from text.	i. Highlight or underline key words and/or important information. ii. Include important information in notes. iii. Use visual graphics to illustrate such patterns as cause and effect. iv. Present important information patterns and themes during discussions or reading conferences. v. Use oral discussion or writing to reflect how new information connects with prior knowledge. vi. Review notes. Record questions in note margin where clarification or additional information is needed. vii. Use K-W-L study strategy: What you KNOW; What you WANT to learn; and What you have LEARNED. viii. Write essay, position statement, and/or summary in response to text. ix. Debate a particular issue. Defend position with information from text. x. Use visual graphics to demonstrate understanding of concepts and relationships.
05. Read for technical information.	a. Identify and use comprehension strategies to understand technical text.	i. Discuss and respond to reports, memos, charts, graphs, and brochures. ii. List, sort, and outline text material to enhance comprehension.
	b. Explain use of graphics, layout, white space, italics, parentheses, and other visual aids.	i. Create visual aid to promote a school activity. ii. Compare effectiveness of visual aids.
	c. Identify organization of technical texts.	i. Demonstrate importance of precisely and accurately following technical text to create such items as a cake, model car, and/or an article of furniture. ii. Complete an application for a passport.
	d. Use technical information to complete tasks.	i. Read high school course information. Register for courses to fulfill credit requirements as well as interests. ii. Follow simple word processing procedures on a personal computer. iii. Read and follow directions to assemble a kite. iv. Read and follow directions to perform a task such as changing oil and/or adding gas to a lawn mower.

II. WRITING
Standard - The student will:	Content Knowledge and Skills:	Samples of Applications:
01. Understand and use the writing process.	a. Understand and use steps of the writing process: brainstorm draft revise edit publish	i. Participate in writing workshops to share ideas, respond to drafts, and provide constructive feedback. ii. Given three unrelated topic sentences, write at least five related facts that support each topic sentence.
	b. Write in a variety of formats to specifically record, generate, and reflect upon ideas.	i. Create learning logs, personal learning records, laboratory reports, notes, and journals. ii. Write a "list" paragraph that includes related and equally important ideas that begin with such phrases as "Music is" or "Parents understand little about."
	c. Identify and use appropriate style and vocabulary for a particular audience, voice, and purpose.	i. Create lists of "empty" adjectives: nice, cool, awesome, neat, bad, and good. Select alternative and more specific adjectives to replace them. ii. Replace all "passive" verbs with "active" verbs within an essay to strengthen voice and clarity.
02. Write and edit for correctness and clarity.	a. Determine and apply rules and conventions for the following: eight parts of speech, dependent and independent clauses, and common phrases to include prepositional participle, infinitives, gerunds, and appositives punctuation capitalization spelling legibility	i. Use the Eighth Grade Direct Writing Assessment Scoring Standard, a checklist, and/or handbook to guide proofreading. ii. Participate in peer editing process. Use student-friendly scoring standards and anchor papers. iii. Practice, use, and apply spelling rules in daily writing. Double final consonant of a word whose final syllable is accented and which ends with a single vowel and consonant before adding a suffix that begins with a vowel. Add "s" to words ending in a vowel plus "y" (key/keys). Drop the final "e" before adding a suffix that begins with a vowel (have/having). Add "es" to nouns that end with "s," "ss," "sh," "ch," or "x" to make them plural. Keep the final "e" when adding a suffix that begins with a consonant (late/lately). Change the "y" to "i" when adding a suffix to words that end in consonant "y" unless the suffix begins with "i". Double the final consonant of a word that ends with a single vowel and consonant before adding a suffix that begins with a vowel (get/getting). Add "s" to most nouns to form plurals (friend/friends). Change "f" or "fe" to "v" and add "es" to some nouns that end in "f" or "fe" (half/halves, knife/knives). iv. Appropriately select legible cursive or manuscript. v. Show and break down parts of speech by diagramming simple, compound, and complex sentences.
	b. Incorporate a variety of elements of writing: alliteration figurative language hyperbole metaphor personification vocabulary idiom
	c. Convey clear and focused main ideas, supported by details and examples that are appropriate to topic, audience, and purpose. Use topic sentences, appropriate word choices, a variety of sentence structures, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources Choose tone, voice, style, mood, and persona appropriate for various purposes, disciplines, and audiences	i. Write business documents, personal letters, letters to the editor, and essays. ii. Write thank-you notes. iii. Write an introduction for a speaker. iv. Write a sample eulogy. v. Write a laboratory or scientific report.
03. Write an expository essay that aligns with eighth grade writing assessment to inform and explain.	a. Use facts, data, and processes from technical and non-technical materials to inform through writing.	i. Use such resources as newspapers, magazines, manuals, and literary works. ii. Create a newspaper article that organizes and summarizes gathered research.
	b. Produce documents in appropriate format to inform and explain.	i. Produce memos, letters, résumés, applications, manuals, instructions, outlines, collaborative reports, pamphlets, graphs, charts, and/or news articles. ii. Write an imaginary interview to explain or define information. iii. Use dialogue to rewrite information presented in paragraph form.
04. Write for literary response and expression.	a. Compose a response using ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.	i. Analyze two authors’ styles. Write a response that imitates one of the author’s styles. ii. Write about a particular aspect of a piece of literature and relate it to own experiences. iii. Examine three or more selections from the same author and compare outstanding features of his/her style.
	b. Appropriately use a thesis and supporting evidence.	i. Write an evaluative essay of a favorite book or movie. ii. Respond to essay questions in paragraph form. Include topic sentences, supporting details, and conclusions. iii. Develop a thesis related to a controversial regional, national, and/or global current event topic.
	c. Write and publish original creative works that include figurative and descriptive language.	i. Produce short stories, essays, poetry, and plays. ii. Incorporate metaphor, simile, personification, alliteration, imagery, consonance, and/or assonance. iii. Begin to use such advanced literary devices as allusion, irony, hyperbole, oxymorons, and understatements.
05. Write to critically analyze and evaluate within the confines of eighth-grade science and social studies curriculum.	a. Analyze for the following: purpose ideas style structure effectiveness	i. Respond to personal, peer, and professional writing, current events, visual and performing arts, advertising, and political/civic discourse. ii. Compare elements among such folklore as myths, folk tales, fables, and legends. Determine such purposes of several tales as explaining a mystery of nature, teaching a lesson, or poking fun at human weaknesses. Consider how authors’ ideas, styles, and/or structure influence plot. iii. Respond to essay questions in paragraph form which includes the following: topic sentence supporting details conclusion
	b. Use thesis and appropriate supporting evidence to persuade or inform a specific audience.	i. Produce a critique, review, proposal, and/or editorial. ii. Explain a personal perspective related to science, social studies, or other cultural perspective.

	c. Use writing to persuade.	i. Identify persuasive language in posters, commercials, and other print. Create classroom list. ii. Use persuasive language in a letter to convince an audience as to a scientific or civic point of view. iii. Prepare an argument used to debate an opinion.
06. Write to gather, synthesize, and communicate research findings.	a. With teacher support, incorporate a variety of informational and technological resources to perform the following: avoid plagiarism through proper use of paraphrasing, quoting, and citing. when selecting source materials, consider motives, credibility, and perspectives of authors. formulate thesis or focus and provide relevant support.	i. Practice taking notes from reference materials which include the following: list of main ideas and important details omission of unnecessary words abbreviations teacher’s notes from board and/or overhead ii. Locate information within reference materials that compares or contrasts two or more things, defines, and/or explains.
	b. Present research findings.	i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations. ii. Incorporate historical paper research process: choose and limit topic; prepare research questions locate reference materials; prepare bibliography and note cards; and paraphrase resource materials gather information from at least two sources; select relevant data summarize information into four- to six-page report bookmark and create files for information gathered from internet
07. Write technical information.	a. Locate sources.	i. Identify, select, and prioritize web sites. ii. Communicate with others via computer.
	b. Produce technical documents.	i. Interpret and organize information. ii. Arrange and format text with a processor. iii. Combine visual text to create multi-media presentations.

III. LISTENING Rationale: Students use skills of listening to effectively understand, comprehend, and critique oral and visual presentation.
Standard - The student will:	Content Knowledge and Skills:	Samples of Applications:
01. Listen for information and understanding.	a. Acquire and summarize information from a variety of electronic or live sources.	i. Demonstrate understanding of spoken directions, speeches, plays, advertising, lectures, personal conversations, and/or public dialogues. ii. Listen to and apply specific instructions related to personal interest.
	b. Develop listening skills to gain enrichment and information about various cultures.	i. Listen and respond to the language, speech, music, folk stories, drama, poetry, dialect, theatre, and other fine arts of various cultures. ii. Analyze two different musical selections.
	c. Develop effective interpersonal listening skills.	i. Practice effective listening skills: paraphrasing, demonstrating appropriate body language, note-taking, repeating, explaining, elaborating, outlining, and encouraging. ii. Identify effective listeners’ behaviors.
02. Listen for literary response and expression.	a. Respond to a variety of oral presentations.	i. Following a presentation, identify various types of literary expression. ii. In open discussion, share and support opinions.
	b. Find similarities and differences within a variety of oral presentations.	i. In small groups, critique songs, poems, monologues, and dramatic presentations. ii. List factors that determine criteria for differences among oral presentations: style, audience, and purpose.
03. Listen for critical analysis and evaluation.	a. Make informed decisions about the purpose, content, organization, and delivery of verbal communication and non-verbal cues.	i. Evaluate television advertisements and/or productions to identify bias, prejudice, or propaganda. ii. Listen to and evaluate political advertisements.
	b. Listen for sequencing.	i. After listening to an oral presentation, make a timeline. ii. After listening to a story, chronologically list major events.

IV. SPEAKING Rationale: Students use skills of speaking to effectively present information and/or present analysis or critiques of written and/or viewed material.
Standard - The student will:	Content Knowledge and Skills:	Samples of Applications:
01. Speak to share an understanding of information.	a. Use age-appropriate oral communication for various purposes and audiences which correctly and effectively incorporates the following: word choices pronunciation inflection/modulation physical gestures eye contact posture	i. Participate in a group problem-solving activity. ii. Explain how to get from school to another location within the community to a partner, small group, or entire class. iii. Present an oral interpretation of a poem, children’s story, monologue, and/or dramatic scene to an audience. iv. Write an accurate phone message. v. Practice making proper introductions.
	b. Plan and deliver oral presentations that incorporate the following: effective transitions logical organization support for main ideas appropriate examples responses to questions and feedback visual aids and appropriate technology proper English	i. Prepare and present a speech for a group of elementary children using visual aids. ii. Prepare and present a speech for a panel of community members and follow with a question and answer session. iii. Prepare and deliver a computer-generated presentation to a peer group that is related to a research project to a peer group.
02. Speak for literary response and expression.	a. Share interpretations of personal and/or literary works through oral interpretation and dramatic readings.	i. Participate in a book discussion. ii. Dramatize a story to a younger audience. iii. Share an original poem with an audience.
	b. Memorize and present a selected poem.	i. Dramatize a reading of a poem. ii. Recite a poem to a group.
03. Speak for critical analysis and evaluation.	a. Clearly express opinions and judgments.	i. Participate in an informal class debate. ii. Conduct peer conferences.
	b. Defend opinion.	i. Research and debate the merits of a current or historical event. ii. Answer question posed by a group.
	c. Encourage others’ participation while exhibiting courteous, attentive, and appropriate behavior during discussions: listen well and verify understanding avoid monopolizing conversations raise pertinent questions exhibit cultural sensitivity	i. Conduct an interview. ii. Participate in a group brainstorming activity to solve a problem.
V. VIEWING Rationale: Students use skills of viewing to effectively understand and comprehend visually presented material and use visual elements to produce visual presentations.
Standard – The student will:	Content Knowledge and Skills:		Samples of Applications:
01. View for information and understanding.	a. Identify a variety of visually-presented material: books, films, videos, and internet.		i. Summarize information from a video, drama, advertisement, and/or computer presentation. ii. Compare written and televised presentations of similar information; determine strengths and weaknesses of each.
	b. Use viewing skills to determine main idea and collect data.		i. Outline and take relevant notes about an informational video. ii. Identify story elements within a video, drama, or film.
02. View media sources for personal response and expression.	a. Identify relationships, ideas, and cultures represented within various media.		i. View a television program and analyze for stereotyping and themes. ii. View a commercial/advertisement and identify roles of various ethnic or cultural environments.
	b. Evaluate relationships, ideas, and cultures represented within various media.		i. Write a review of a television program or movie. ii. Rewrite the ending of a movie.
03. View media to engage in critical analysis and evaluation.	a. Critique, interpret, and evaluate non-print media.		i. Compare and contrast two non-print ads, and, based upon graphics, determine intended audience; i.e., Pier I and Toys R Us. ii. Develop a list of criteria to assess non-print media.
	b. Use knowledge learned from charts and graphs.		i. Based upon information presented in a chart or graph, write a summarizing paragraph. ii. Create a chart or graph to present printed information.
04. Use a variety of resources to produce visuals that communicate through print and non-print media.	a. Understand the multiple tools of graphics, pictures, color, motion, and music.		i. Describe the attributes of a web page. ii. List several graphic presentation forms available to represent ideas.
	b. Apply knowledge and technical skills to produce effective visuals.		i. Produce a personal web page. ii. Design a yearbook page using photographs. iii. Present a speech that includes posters, charts, graphs, and/or transparencies. iv. Create a brochure, portfolio, video, or computer presentation (PowerPoint presentation) to promote a product.
Performance Standards Grade 8 Reading
Advanced Advanced eighth-grade readers independently read a variety of genres of eighth-grade or above literature. They differentiate between types of fiction and non-fiction, including novel, short story, poetry, biography, plays, essays, and reference materials. They determine main idea, point of view, plot, conflict, setting, characterization, universal themes, foreshadowing, flashback, and bias. Such readers make multiple comparisons, accurate predictions, and comprehensive summaries of reading material. They analyze and produce similes, metaphors, and personification in grade-level literature. In addition, they adapt their reading comprehension strategies to text. Advanced eighth-grade readers read complex directions to complete assignments, projects, and/or forms. They conduct research using multiple resources to extend ideas on informational topics, including electronic searches, and cite primary and secondary sources. They interpret and generate maps, charts, diagrams, graphs, and tables and integrate information from print, electronic, and on-line sources to develop student-generated projects and activities, as well as to enrich their own analyses of text. Advanced readers note unique details about a story’s setting and its impact upon an author’s purpose for writing. They determine textual problems and inconsistencies and ask appropriate questions to maintain meaning. Such students order, list, and sort information as well as compare and contrast to their own personal background experiences. They express opinions and challenge the text and/or author to distinguish between presented facts and opinions.
Proficient Proficient eighth-grade readers read a variety of eighth-grade fiction and non-fiction including novel, short story, poetry, biography, and plays. Such students recognize universal themes and identify and describe main idea, point of view, plot, conflict, setting, characterization, foreshadowing, flashback, and bias within reading selections. These students identify and describe simile, metaphor, and personification in grade-level of poetry. Given probes, questions, and clues, proficient readers ask appropriate questions to adapt their comprehension strategies to text and, thereby, maintain meaning. Proficient eighth-grade readers interpret written directions, diagrams, maps, charts, graphs, and tables to complete assignments, projects, and forms. They conduct research about an informational topic and use and cite at least three resources. They purposefully summarize, meaningfully compare, and logically predict information about sources. In turn, they relate new information to prior knowledge and experiences and exhibit understanding of an author’s purpose for writing.
Satisfactory Satisfactory eighth-grade readers read eighth-grade fiction and non-fiction including novel, short story, poetry, biography, and plays with some understanding. They identify main idea, conflict, setting, characterization, and flashback. With guidance, such students identify and describe simile, metaphor, and personification in grade-level of poetry. Probes, questions, and clues assist satisfactory readers to ask appropriate questions to adapt their comprehension strategies to text to maintain meaning. With support, satisfactory eighth-grade readers use written directions, diagrams, maps, charts, graphs, and tables to complete assignments, projects, and/or forms. They conduct research about an informational topic and cite at least two resources. They simply summarize, compare, and predict information about sources. In turn, they relate new information to prior knowledge and experiences and generally explain an author’s purpose for writing.
Developing Developing eighth-grade readers read eighth-grade fiction, non-fiction, and poetry with limited understanding. With intervention, they demonstrate some understanding of concepts and skills. They differentiate between types of fiction and non-fiction, including novel, short story, poetry, biography, and plays. With support, they identify main idea, conflict, characterization, setting, and flashback. With guidance, these students identify simile, metaphor, and personification in below grade-level poetry. Given probes, questions, and clues, such students adapt their reading comprehension strategies to text. They read simple directions in order to complete assignments, projects, and/or forms. They conduct research using at least two resources from which they summarize information. Developing eighth-grade readers make simplistic comparisons and predictions about text. With teacher support, they locate information from print, electronic, and on-line sources for student-generated projects and activities. These readers exhibit some understanding of the role of a story’s setting to its overall meaning. Given several options, they are able to identify and simply explain an author’s purpose for writing. They infrequently ask appropriate questions to clarify understanding of a story.
Minimal Minimal eighth-grade readers demonstrate limited understanding of eighth-grade fiction, non-fiction, and poetry with extensive teacher assistance. With support, they demonstrate minimal understanding of concepts and skills. Given options, they recognize main ideas, supporting details, and story elements. Minimal readers frequently make illogical and incorrect comparisons and predictions about literature. They frequently incorrectly decode and misapply vocabulary skills. Such students follow two-step directions to read maps, charts, diagrams, graphs, and tables with teacher assistance. With much support, they are able to locate information from print, electronic, and on-line sources for student-generated projects and activities. Minimal eighth-grade readers exhibit limited understanding of the role of story’s setting to its overall meaning and can recall few descriptive details. They demonstrate little understanding of an author’s purpose for writing and rarely ask appropriate questions to clarify understanding of a story.

Performance Standards - Grade 8 Communication: Listening, Speaking, and Viewing

Advanced

Advanced eighth grade communicators deliver focused and coherent presentations that clearly convey ideas which relate to the background and interests of the audience. They evaluate the content of oral and visual communication. Such communicators effectively listen and view information for such purposes as gaining insights from interviews, following directions, and pursuing personal interests. They select and listen to readings of fiction, drama, nonfiction, and informational presentations and effectively incorporate such responsive listening skills as paraphrasing, summarizing, and asking questions for elaboration and clarification.

Advanced eighth grade communicators determine main ideas, supporting details, stereotypes, bias, and persuasive techniques within non-print messages. They effectively use movement, placement, juxtaposition, gestures, silence, facial expressions, and other nonverbal cues to enhance meaning to an audience. They constructively use volume, stress, pacing, and pronunciation to affect oral presentations.

Such students appropriately ask appropriate questions and make relevant comments and observations to synthesize and clarify understanding of content, processes, and experiences. They effectively speak for various audiences, occasions, and purposes that include conversations, discussions, projects, and informational and technical presentations.

Proficient

Proficient eighth grade communicators deliver focused and coherent presentations that convey ideas to the background and interests of the audience. They apply understanding of the content of oral and visual communication and listen to and use information for such purposes as gaining insights from interviews, following directions, and pursuing personal interests. Such communicators listen to and view fiction, drama, nonfiction, and informational presentations and apply such responsive listening skills as paraphrasing, summarizing, and asking questions for clarification.

Proficient eighth grade communicators determine main ideas, supporting details, stereotypes, and bias within non-print messages. They use movement, placement, juxtaposition, gestures, silence, and facial expressions to enhance meaning to an audience. They also use volume, stress, pacing, and pronunciation to affect oral presentations.

Such students ask appropriate questions and make relevant comments and observations about content to clarify messages, processes, and experiences. They speak for various audiences, occasions, and purposes which include conversations, discussions, projects, and informational and technical presentations.

Satisfactory

Satisfactory eighth grade communicators deliver coherent presentations that convey ideas to the audience. They comprehend the content of the oral communications. They listen and gather information for such purposes as gaining insights from interviews, following directions, and pursuing personal interests. Such communicators listen and view fiction, nonfiction, drama, and informational presentations, and, with support, apply such listening skills as summarizing and asking questions for clarification.

Satisfactory eighth grade communicators determine main ideas and supporting details and recognize stereotypes and bias within non-print messages. They use some movement, placement, gestures, and facial expressions to enhance communication. They also use some volume, stress, pacing, and pronunciation to affect oral presentations.

Such communicators occasionally ask appropriate questions and make relevant comments and observations about content, process, and experiences. Such students speak for various audiences, occasions, and purposes that include conversations, discussions, projects and informational presentations.

Developing

Developing eighth grade communicators frequently deliver incoherent presentations that ineffectively convey ideas to the audience. The inconsistently comprehend the content of oral communications. With support and guidance, they listen to gather information for such purposes as gaining insights from interviews, following directions, and pursuing personal interests. Such students inadequately listen and view fiction, nonfiction, drama, and informational presentations. With guidance, they apply such listening skills as summarizing and asking for clarification.

With support, developing eighth grade communicators recognize main ideas and supporting details; they occasionally recognize stereotypes and bias within non-print messages. They infrequently and/or inappropriately use movement, placement, gestures, and facial expressions to enhance communication and rarely use volume, stress, pacing, and pronunciation to affect oral communication.

Such students occasionally ask appropriate questions and/or make relevant comments or observations about content, process, and/or experiences. They speak for some audiences, occasions and purposes that include conversations and discussions. They infrequently and/or inadequately participate in projects and informational and technical presentations.

Minimal

Minimal eighth grade communicators deliver incoherent presentations that ineffectively convey ideas to the audience. They have little or no knowledge of the content of oral communication. Such students ineffectively listen and inappropriately gather information for such purposes as gaining insights from interviews, following directions, and pursuing personal interests. Minimal communicators ineffectually listen and view fiction, nonfiction, drama, and informational presentations. They rarely apply such listening skills as summarizing and asking for clarification.

Minimal eighth grade communicators infrequently recognize main ideas and supporting details and rarely recognize stereotypes and bias within non-print messages. They exhibit little comprehension of the purpose and use of movement, placement, gestures, and facial expressions to enhance communication. They lack understanding of how to use volume, stress, pacing, and pronunciation to affect oral presentations.

Such students infrequently ask appropriate questions and/or make relevant comments or observations about content, processes, and experiences. They occasionally speak for some audiences, occasions, and purposes that include conversations and discussions. They rarely participate in projects and/or informational presentations.